Assistant Principal-Range 1

Selection Criteria KSC 1 Educational Leadership Outstanding capacity for visionary and exemplary educational leadership of a school or college. Highly developed skills in leading and managing change including the leadership of others in the process of change. KSC 2 Financial, managerial and administrative ability Outstanding financial, organizational and resource management skills. KSC 3 Planning, policy and program development and review Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. Demonstrated ability to implement Department policies at a high level. An understanding of and a commitment to, the use of leaning technology to improve teaching and learning. KSC 4 Leadership of staff and students A highly developed capacity to motivate staff, develop their talents and build an effective team. A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents. KSC 5 Interpersonal and communication skills Highly developed interpersonal and communication skills in individual, small group and community contexts. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity. An ability to work with parents and the community to develop a strong learning environment. KSC 6 Demonstrated ability to utilise evidence-based practice to drive continuous improvement in curriculum, pedagogy and assessment across the school. Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making. The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources. Responsibilities Typically, assistant principals perform one or more of the following functions: supervision and coordination of the work of senior curriculum or level coordinators; allocation of budgets, positions of responsibility and other resources within the area of responsibility; supervision of the delivery of teaching programs; management of programs to improve the knowledge and experience of staff; responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators; contribute to the overall management of the school; Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile Cheltenham Primary School has a rich history educating students in the Cheltenham community of Bayside, Melbourne from 1855. We embrace the challenges of learning and teaching in the 21st century as reflected in our school's vision: 'Supported we Achieve, Challenged we Grow'. Through creativity, innovation and wisdom, we seek to develop self-motivated, collaborative and independent learners. Our mission is for each child to 'Accept the Challenge' of learning academically, socially and emotionally, and physically as they live our school values of Kindness, Respect and Responsibility. A total of 405 students were enrolled at Cheltenham in 2025: 14 per cent of students had English as an additional language and NDP were Aboriginal or Torres Strait Islander. The overall school's socio-economic profile is based on the school¿s Student Family Occupation and Education index (SFOE) which takes into account parents' occupations and education. Cheltenham Primary School's socio-economic band value is: Low. A 'low' band represents a low level of socio educational disadvantage. The school's leadership is comprised of the Principal, Assistant Principal, three Learning Specialists (Literacy and Numeracy) and complemented by a distributed leadership model across 7 PLC levels: Foundation, Years 1, 2, 3, 4, 5 and 6 and Specialist led by a PLC Leader who is responsible for ensuring that the teaching and learning approaches implemented by their PLC supports the social and emotional and academic growth of each student in the level cohort. The school's staff in 2024 comprised: 26.9 (FTE) teachers and 8.7 (FTE) education support staff. Cheltenham Primary School is proud to be at the forefront of many innovative developments in education: the introduction of a Science, Technology, Engineering, Arts and Mathematics (S.T.E.A.M) curriculum framework and problem based inquiry underpinned by a rigorous, trans-disciplinary instructional approach to Literacy and Numeracy from Foundation to Year 6. The school provides an optional Kitchen Classroom/Gardening program and seeks to develop an understanding of environmental sustainability in all facets of school life. We are committed to student engagement and agency in all learning. The school is seeking an Assistant Principal with a passion for education, a respect for diversity and inclusivity and a commitment to instructional leadership, coaching and evidence informed practice.

Location: Melbourne, Victoria, AU

Posted Date: 11/15/2025